Esc 461 Assignment 1

FACULTY OF EDUCATION
DEPARTMENT OF MATHEMATICS AND SCIENCE EDUCATION
ESC 461
ASSIGNMENT 1
ONALETHATA TSHOGANETSO 202001250
ONTETETSE NGWEGANG 202005521

QUESTION 1
CONSTRUCTIVISM
1.1) When teaching their trade, bartenders frequently emphasize mentorship, practical
experience, and experimental learning. This method may be somewhat related to
constructivist philosophy, which holds that learning happens best when it involves
active participation and real-world application rather than formal instruction in a
classroom setting.
Constructivism encourages active participation in the learning process. The bartender urges
customers to look around, inquire, and make decisions based on their unique tastes. this
engaged involvement encourages experiential learning.
Prior information. Based on a customer's existing knowledge and preferences, bartenders
frequently customize their recommendations. This supports the constructivist view that
knowledge and experiences are the foundation for learning.
Constructivism emphasizes the significance of social interaction in the learning process.
Bartenders converse with customers, imparting their knowledge and allowing customers to
pick up tips from both the bartender and other customers.
1.2) TITLE: ACIDS AND BASES
OBJECTIVE; Testing the PH of household materials/ substances.
TEACHERS ACTIVITIES STUDENTS ACTIVITIES

The teacher will explain the Students will try to predict the PH of
objectives of the experiment, and different household items that they
discuss with the students the will test from their prior knowledge.
applications of pH in everyday lives.
The teacher will go around assisting Students will set-up the experimental
students to set up the right equipments that they will use.
equipments.
The teacher will go around correcting The students will conduct the
those maybe doing the experiment the experiment by dipping the pH
wrong way. And also to make sure of indicator in all the household items
safety of handling lab equipment and like vinegar, lemon juice, baking soda
substances used. , water and others.
The will ask students to discuss their Students will then record their data for
findings. analysis, the colour change on the pH
indicator.
The whole class will now discuss their
experimental findings with their
theoretical knowledge. This will help
them construct their own knowledge.
QUESTION 2
2.1a) The Language of chemistry in learning chemistry is like learning a foreign language.
We learn a new alphabet and symbols in the form of chemical symbols ,representing elements
and chemical formulas, vocabulary terms ,names and nomenclature rules , has its own
grammar and syntax e.g. follows specific rules and convections and contextual understanding
of fundamental concepts and principles. The symbols used to represent elements are the
equivalent of letters in the alphabet. For examples, lithium is Li. There are as many symbols
as there are elements (118 symbols).The formulae used to represent compounds or ions are
the equivalent of words. They are a quick way and short way to write the names of
compounds or ions eg NaCl is Sodium chloride, symbols and formulae are combined to
represent chemical reactions, and these are the equivalent of sentences in chemistry.
b)Chemistry is often referred to as “the language of chemistry”, does have its unique
terminology and symbols ,but it different from traditional language as it has limited
vocabulary , Nakhleh (1992).While chemistry has a vast vocabulary of chemical compounds,
reaction and concept ,it is limited in scope compared to spoken language ,which can
encompass an almost infinite range of expression and ideas and chemistry primarily serves
the purpose of describing and understanding the behaviour of matter and reaction in the
natural world.Spoken languages, on the other hand are used for a wide range of purposes,
including social interaction ,storytelling and conveying emotions.
2.2a)Yes , According Mayer, (1987) to chemish is the main barrier to learning

chemistry,through the use of terminology and vocabulary language with numerous terms and
symbols that may seem unfamiliar and confusing to learners.The use of nontechnical terms in
chemistry which have a different meaning to the use in everyday discourse.The problem of
language are amplified for non-native speakers,who are learning the language of chemistry
along with the language of instruction.For example it may be difficult for students to develop
understanding of words such as solution,matter,neutral ,weak ,moles and reduction that have
scientific meanings that are different from their everyday meanings,with which students are
more familiar with.
b)Complex concept that involves mathematical approach-Chemistry involves understanding
complex concepts like atomic structure ,mole concept,chemical reaction and
thermodynamics,that often requires mathematical calculations such as stoichiometry or
solving chemical equations Mayer (1987) .Some students may struggle with the mathematical
aspect ,which can hinder their understanding.Also there are process we can demonstrate eg
electrolysis and there are process we cannot demonstrate to students but we teach them eg
mole concept making these ideas even more difficult to grasp ,especially for those who have
not had prior exposure to them.
ii) Insufficient resources. Practical learning experiences might be hampered by a lack of
access to high-quality laboratory equipment, textbooks, and educational resources. The range
and complexity of experiments that students can do may be constrained as a result.
Consequently, exposure to various chemistry topics will be more limited.
REFERENCES
Nakhleh, M. B. 1992. Why some students don't learn chemistry. J. Chem. Educ. 69(3):191-
196.
(Mayer, 1987).National Academies of Sciences, Engineering, and Medicine. 1997. Science
Teaching Reconsidered: A Handbook. Washington, DC: The National Academies Press.
https://doi.org/10.17226/5287.National Academies of Sciences, Engineering, and Medicine.
1997. Science Teaching Reconsidered: A Handbook. Washington, DC: The National
Academies Press. https://doi.org/10.17226/5287

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FACULTY OF EDUCATION

DEPARTMENT OF MATHEMATICS AND SCIENCE EDUCATION

ONALETHATA TSHOGANETSO 202001250

ONTETETSE NGWEGANG 202005521

OBJECTIVE; Testing the PH of household materials/ substances.

TEACHERS ACTIVITIES STUDENTS ACTIVITIES

2.2a)Yes , According Mayer, (1987) to chemish is the main barrier to learning

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